Happy New Year!

My New Year's resolution was to draw something every day. No other specific requirements, just draw something. I completed a drawing tonight with no problem. I am just curious what the rest of the year will shape up to look like. I have never developed creative routine, so I find that my art reflects available time, materials and conceptual urgency. This is my way of justifying its tangential and inconsistent quality and utter lack of quantity. I am forcefully exiting an 18 month dry spell artistically. My current position as Curator of Education at the art museum has kept me from any physical artistic pursuits. I have just been too busy trying to orchestrate art experiences for everyone else and my art has really suffered. I thought this melon collie was a fitting beginning to my exit of the artistic slump. I hope to be sharing more poorly taken photos of my year in artistic reflection.

Second Life Symposium

Well, today was my first full day of of the NMC's Second Life Symposium on new media and learning, the fifteenth in the NMC’s Series of Virtual Symposia, exploring the impact of new media on teaching, learning, research, and creative inquiry, especially in higher education. For those of you that are unfamiliar with Second Life, explore here before reading further. For those that do know about SL, NMC has its own private campus that is invite only for these events, so I was honored to be part of an exclusive group learning in a virtual online interactive environment. Nothing like teleporting to the sessions and sitting next to a blue dragon while listening to a 7' tall man describe contemporary understandings of oral history!

Today, we explored digital storytelling. My mind was blown by the speakers. I heard keynote speaker Joe Lambert with the Center for Digital Storytelling talk about Centering the Circle: Storywork in the Era of Media Ubiquity. Joe is one of the foundation people to digital storytelling, and it was a great way to get things started. Next I heard Cynthia Calongne of Colorado Technical University talk about The Mars Expedition as a Virtual Context in Storytelling. We sat on black orbs in a virtual planetarium and discussed throwing money in Second Life to inattentive undergraduate students, among other more meaningful things...
I took a little break and came back to hear Anthony Curtis with University of North Carolina at Pembroke talk about Digital Storytelling: An Ancient Tradition in the 21st Century. Anthony has done some great work with his undergraduate students by encouraging them to work with digital storytelling. After another longer break, I heard Lou Rera of Buffalo State College talk about Digital Stories:Flash Fiction. Flash fiction is a fun genre of writing/storytelling consisting of the basic principle: economy! Lou talked about Hemmingway's six word fiction and we explored the idea of machinima haiku. (If there is a rare chance that a symposium atendee is reading this blog, I do know I am crudely paraphrasing.)
We finished by learning with Ruben Puentedura of Hippasus talk about Mapping the Digital Storytelling Domain: Notes for a Future Cartography. I don't even know where to begin. This was truly a grand finale. Reuben talked about the evolution of storytelling beginning with the pictographs in Lasceaux and ending with a horde of URL's I hadn't even heard of. If you are curious about Reuben's projections, post a comment and I will share my notes. Suffice if to say, he had a charted trajectory of levels of interactivity for storytelling that blew my mind.

So, I will post a snapshot of my symposium experiences if they ever come through the e-mail. Not sure if I sent them correctly, but we'll see....or not. Anyway, as far as learning in an web 2.0 environment goes, this was quite a day. You should try it!

Seven Months Later...

I deviated from my art/technology post topics in this blog after I left graduate school. For my readers that are looking for more of those posts, I promise to get back to that topic soon. In the meantime, I think I need to tie up a few loose ends. In my last post from January 18th I discussed my struggles returning to the middle school classroom. Since that post I had many replies offering advice, voicing concern, and in the case of the reply I posted, sharing similar struggles in the classroom. With those replies in mind it is with mixed feelings that I update my current work status.
The day after my last post I was notified that my younger sister had died suddenly. My mother is a disabled widow and a retired teacher. She is a strong-willed and people-oriented woman who insisted that she was fine all by herself halfway across the U.S. As the weeks after my sister's death passed, though, it was clear that looking at the long term, she would either need to move to Florida or we would have to move back to Texas. I share all of this with you to help explain how I have ended up working as the museum educator in a rural west Texas art museum. Call it coincidence or fate, but after applying for museum jobs and not finding a fit for me and my family I was teaching middle school in Florida and giving up on the idea slowly when something eerie happened. Imagine my shock when I received the call from the director of the museum asking me to come to Texas for an interview on Monday, January 19th. I didn't call him back for over a month because I was too busy teaching and mourning my sister's death. When I finally snapped out of it in February and called him back, we agreed on a spring break on-site interview. I loved the museum and the staff immediately, and luckily the feeling was mutual. At the close of the 2008-2009 school year I submitted my resignation. I love my new job, but I have mixed feelings about these last 14 months.
With that update in mind, I want to return to the replies I received to my first post. I want to believe that public school art education can survive the current challenges it is facing. I want to believe that our students' parents support what we do in the classroom and beyond. I want to believe that our legislators and policy shapers have a deep understanding of the imperative nature of quality art education. I want to believe that local administration and our tested subject area colleagues respect the extra hours we volunteer without pay to help run art clubs, prepare student exhibitions, and provide rich experiences for all students interested in learning about art.
I believe that these things are true sometimes.
I also believe that it is shameful how often those things are not true, at least for some of my colleagues in Texas, Florida, Georgia, and across our nation. This post is not intended to be a political rant, although it leans that direction. Rather, I want to publicly reflect on my transition from classroom teacher to working in a museum. This job represents years of hard work and preparation seen to fruition. I love what I do and I still consider myself an art educator in addition to a department head, interpreter, facilitator, community representative, and artist. I am in a position to help provide professional development for the art teachers in our town and art experiences for our public school students. I am able to work with our community's retired adults, individuals with disabilities, as well as college and private school students. I have the ability to reach out to many more people and provide art to diverse groups that I could not easily work with as a classroom teacher. In many ways it seems like a more dynamic job that will make a positive difference in the community.

I just can't fight the nagging feeling that I ran away from a fire and didn't get adequate help. I still want to help resolve the nagging issues facing public school art educators.

Now what do I do?

Follow the Leader or Tag?

After hearing Dr. Deborah Reeve speak recently, I began to play around with a new connection to the tagging concept: tagging as leadership.
If you will indulge me in imagining the game follow-the-leader as a metaphor for earlier models for hierarchical leadership, then the connections to my previous tag(ing) will become apparent.
Dr. Reeve spoke to students, faculty, alumni, and local community members about the need for reinventing arts leaders. She challenged the audience to think about the importance of becoming a leader in a practitioner's role. She stressed the importance of flat leadership-leaders in the field of art education that don't fit the confines of top-down structure. As I understood these lateral leaders would shift between professional duties, peer/colleague mentorship, community activism, and building relationships with people involved with the arts at many experience and responsibility levels. Dr. Reeve's flat leadership was meant to parallel The World Is Flat: A Brief History of the Twenty-First Century the national bestseller book by Thomas L. Friedman. (For a quick summary of the book check out The World is Flat WikiSummaries)
Essentially, I have been struggling to find a way to link the game "tag" to my analysis of art education. I found Dr. Reeve's speech the necessary link to my metaphorical processes. In our understanding of "typical" institutional leadership, we follow the person in the front of the line. That person, in turn charts a path that they believe will lead all involved persons to a necessary destination. One problem with this model is the lack of visibility the leader has in the led parties' reactions. How is the leader receiving feedback when communication is merely a matter of following/mimetic response? I am, of course exaggerating and confusing the children's game, follow-the-leader, and the everyday experiences we have as practitioners. In a hierarchical model, communication with administration and other mid and upper level management can become difficult, if nonexistent, due to the designated tasks each involved party performs. While some hierarchical communication is formally facilitated, specific roles and certain types of communication are unlikely in this model. Players that self-designate as leaders or deviate from the leader's path may be kicked out of the game.
What about flat leadership? I can't speak for Dr. Reeve's intended practical application of the ideas she shared, but my own vision of flat leadership that her speech inspired goes back to the game of tag. In the flat leadership world, leadership is passed along in a series of interconnected exchanges of ideas, aptitudes or interests in tasks, and re/forming relationships. In this game, the "leader" isn't seen as a leader, yet all involved parties are aware of each other's positions and interactions. Communication is paramount for the person that is "it" and the people that aren't "it". Each player in this game takes turns being a "leader" and a follower, based on luck and circumstance. The main problem I see with this overlay of the game of tag and flat leadership is the idea of people running away from leadership roles. I'd love to imagine a flat leadership that was a large relay race. I just worry that in a society that struggles for standardization while promoting capitalist consumer individuality, running from lateral leadership might actually be the case. The positive overlay in looking at the game of tag and flat leadership's similarities are the gains in communication. In both instances the functions are dependent on every person involved being aware of all the other people and communication is constantly needed.
I leave you with a final game to consider relating to leadership in art education. What about a game of freeze tag? In this game the person that is "it" tags players, thus freezing them. They can only become unfrozen by being tagged by any active player that is not "it". Thinking about the person that is "it" as represented by the impediments to art educators working together (budgets, bureaucracy and naysayers) and the collaboration and communication needed by the participants to "unfreeze" our friends, perhaps this is the game we should play in our professional lives. When our colleagues are "frozen" by the current impediment to art education, aka "it", we should take notice and run to their aid. In turn, when we become frozen, our colleagues, community, and management will return the courtesy and unfreeze us.
(I hope Dr. Reeve doesn't mind me "playing" with her ideas. I was inspired by the possibilities she presented.)
So which game will we play as art educators?
Follow the leader?
Tag?
Freeze Tag?
or perhaps something else?